Review of Science Mathematics and ICT Education最新文献_第6页

Using time by students and teachers: obstacles and explanatory register in coupling biology-geology 学生和教师对时间的利用:生物-地质耦合的障碍与解释

Review of Science Mathematics and ICT Education Pub Date : 2016-12-31 DOI: 10.26220/REV.2290

Youssef Boughanmi

引用次数: 0

Des processus d’acquisition de connaissances professionnelles chez deux professeurs des écoles lors d'un enseignement de sciences 两名学校教师在科学教学中获得专业知识的过程

Review of Science Mathematics and ICT Education Pub Date : 2016-12-30 DOI: 10.26220/rev.2692

A. Jameau

引用次数: 0

Visite guidée d’un laboratoire de physique, une situation didactique 在导游的带领下参观物理实验室，一个教学情境

Review of Science Mathematics and ICT Education Pub Date : 2016-08-12 DOI: 10.26220/rev.2779

C. Goujon

引用次数: 0

Upper secondary school students’ understanding of adiabatic compression 高中生对绝热压缩的理解

Review of Science Mathematics and ICT Education Pub Date : 2016-08-12 DOI: 10.26220/REV.2777

Kaliopi Meli, Dimitris Koliopoulos, Kostas Lavidas, George Papalexiou

引用次数: 7

Using drawings to explore preschool children’s ideas about shadow formation 用图画来探索学龄前儿童关于阴影形成的想法

Review of Science Mathematics and ICT Education Pub Date : 2016-08-12 DOI: 10.26220/REV.2778

Alice Delserieys-Pedregosa, Maria Antonietta Impedovo, G. Fragkiadaki, M. Kampeza

引用次数: 21

L’éducation à la sexualité : conceptions d’enseignants et futurs enseignants de trois pays maghrébins (Tunisie, Maroc, Algérie) 性教育:三个马格里布国家(突尼斯、摩洛哥、阿尔及利亚)的教师和未来教师的概念

Review of Science Mathematics and ICT Education Pub Date : 2016-06-30 DOI: 10.26220/REV.2252

Sami Abdelli, P. Clément

{"title":"L’éducation à la sexualité : conceptions d’enseignants et futurs enseignants de trois pays maghrébins (Tunisie, Maroc, Algérie)","authors":"Sami Abdelli, P. Clément","doi":"10.26220/REV.2252","DOIUrl":"https://doi.org/10.26220/REV.2252","url":null,"abstract":"Nowadays, sex education takes part in the development of the citizenship values and it contributes to public health. It participates not only to the biological and medical dimensions, but also to the psychological and social dimensions. Teachers play a key role in the sexual health education . This paper analyses the teachers’ and future teachers' conceptions about sex education from three Maghreb countries: Tunisia, Morocco, and Algeria. Data were obtained from a questionnaire elaborated and validated in the European BIOHEAD-Citizen research project. Responses were received from 1306 teachers from the three countries who completed the questionnaire. The multivariate statistical analyses employed in the present study permit us to identify important differences and some convergences between the three countries. This analysis show also significant correlations between teachers’ conceptions about sex education and their religious and political opinions. The teacher’s conceptions and values about sex education (for example abortion or homosexuals' rights) vary significantly from country to country but they also vary according to religious beliefs and the level of religious practice. Other differences are related to the age at which certain topics of sexual education should be taught for the first time at school by teachers and/or external specialists. The discussion compares these results to those obtained in France from the same questionnaire, showing homogeneity of the three countries, beyond their differences. Finally, the implications of these findings for teachers training and the issues for implementing the most effective sex education in the three countries were discussed.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"10 1","pages":"65-92"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Negotiating ethical issues in Biology: three case studies 生物学伦理问题的谈判:三个案例研究

Review of Science Mathematics and ICT Education Pub Date : 2016-06-30 DOI: 10.26220/REV.2266

Astha Saxena, A. Behari

引用次数: 1

Learning trajectories and professional development: student teacher in electrical engineering 学习轨迹与专业发展:电气工程学生教师

Review of Science Mathematics and ICT Education Pub Date : 2016-06-30 DOI: 10.26220/REV.2288

hélène cheneval-arMand, Maria Antonietta Impedovo, hélène cheneval-arMand, Maria Antonietta Impedovo

{"title":"Learning trajectories and professional development: student teacher in electrical engineering","authors":"hélène cheneval-arMand, Maria Antonietta Impedovo, hélène cheneval-arMand, Maria Antonietta Impedovo","doi":"10.26220/REV.2288","DOIUrl":"https://doi.org/10.26220/REV.2288","url":null,"abstract":"The article is set within the framework of teacher professional development. The research presented in this paper aims investigating the learning trajectory of a student teacher during practical experience. To understand the process of learning trajectories of the student teacher, we observed and analysed three video sessions: the first records the student teacher in a real classroom at a vocational high school in Electronics, Energy and Communicating (ELEEC). The lesson was attended by 12 male students, with an average age of 17, enrolled in the last year of vocational high school; the second video records a meeting between the student teacher with the university trainer; and the third video shows a meeting with the senior teacher. The videos and field notes were collected and qualitatively analysed by two researchers. The aim of this analysis was to single out the dimensions able to give an account of the learning trajectory of the student teacher toward their professional development as a teacher. Eight indicators were found and they were grouped into three dimensions able to describe the process of gradually gaining expertise.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"10 1","pages":"93-114"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Débattre pour apprendre en sciences expérimentales : le cas de la circulation sanguine 讨论学习实验科学:以血液循环为例

Review of Science Mathematics and ICT Education Pub Date : 2016-05-12 DOI: 10.26220/REV.2314

F. Saïd, Alice Delserieys-Pedregosa

引用次数: 0

Co-disciplinary Physics and Mathematics Research and Study Course (RSC) within three study groups: teachers-in-training, secondary school students and researchers 联合学科物理和数学研究和学习课程(RSC)在三个研究小组:在职教师，中学生和研究人员

Review of Science Mathematics and ICT Education Pub Date : 2016-05-12 DOI: 10.26220/REV.2315

María Rita Otero, María Paz Gazzola, Viviana Carolina Llanos, M. Arlego

{"title":"Co-disciplinary Physics and Mathematics Research and Study Course (RSC) within three study groups: teachers-in-training, secondary school students and researchers","authors":"María Rita Otero, María Paz Gazzola, Viviana Carolina Llanos, M. Arlego","doi":"10.26220/REV.2315","DOIUrl":"https://doi.org/10.26220/REV.2315","url":null,"abstract":"This work shows the results of a research carried out in secondary school and university developing a co-disciplinary Research and Study Course (RSC) on questions connected to Physics and Mathematics in different groups. We present preliminary results of the RSC developed in three different groups: science education researchers, N=25 Mathematics teacher students (training teachers of Mathematics) at University, and N= 68 secondary school students. The development and scope of the RSC in each group is described by using the RSC components as defined by Chevallard’s Anthropological Theory of Didactics (ATD). Furthermore, a short description of the Praxeological Model of Reference is presented. This model was built by the researchers group in order to reply to the generative question, unknown in the beginning, and to anticipate and to conceive the evolution of the possible SRC in each institution. Some general results in each group are discussed and some conclusions concerning the ecology of the pedagogy of research and questioning the world at university and secondary schools are drawn.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"10 1","pages":"55-78"},"PeriodicalIF":0.0,"publicationDate":"2016-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9